Integrated Math I Unit 3: Linear and Exponential Functions ...

Integrated Math I

Unit 3: Linear and Exponential Functions

Week 9

This week we will learn about transforming functions from parent

functions

Office Hours This Week: Thursday 10/19

Day

Monday

10/16

Tuesday

10/17

Activity Pages

22.1

3-7

22.2

8-11

12-17

23.1

23.2

17-22

Wednesday Review

10/18

Test

Thursday

10/19

New Unit

On Geometry!

Friday

10/20

Topic

Exploring f(x)+k

Exploring f(x+k)

Exponential Graphs

and Asymptotes

Transforming an

Exponential Function

Assignment

Practice 22.1-2

Pg. 25-26

Practice

Pg. 23-24

No Homework

Basic Geometric Figures

Practice

In New Packet

Angles and Angle Bisectors

No Homework

Looking Forward to Next Week

Continuing with Geometry!

1

2

Integrated

Math I

Linear and Exponential Functions 22.1

Exploring ?(?) + ?

10/16/17

AIM(S):

? WWBAT Identify the effect on the graph of replacing f(x) by f(x) + k.

? WWBAT Identify the transformation used to produce one graph from another.

DO NOW

Directions: Complete the following questions.

1)Write an exponential decay function:

2)Write an exponential growth function:

3) A scientist is studying the population of an invasive plant called Kudzu, which is

threatening local flora and fauna. She determines that as of this year, there are 2,000 acres

of affected vegetation. It is also determined that the plant grows it¡¯s area by 3% every

month. Write an equation for the number of acres affected by Kudzu in relation to months.

3

Parent Functions: Linear

The equation and the graph of ? = ? or ?(?) = ? are referred to as the linear

. The graph of f(x) = x is shown below.

1. Complete the table for ?(?) = ? + 5.

2. Make use of structure. How do the y-values for g(x) compare to the y-values for f(x)?

Make a conjecture about the graph of g(x). As you share your ideas with your group,

be sure to use mathematical terms and academic vocabulary precisely. Make notes

to help you remember the meaning of new words and how they are used to describe

mathematical concepts.

4

Transforming a Parent Function

3. Test your conjecture by using a graphing calculator to graph g(x) = x + 5. Graph this

on the grid above Item 1.

a. Complete the table for f(x) and g(x).

b. Explain how the y-intercepts of the graphs of f(x) and g(x) are represented in their

related equations.

c. Are the graphs of f(x) and g(x) parallel lines? Explain.

d. Revisit your original conjecture in Item 2 and revise it if necessary. How does the graph

of g(x) differ from the graph of f(x) = x?

The graph of ?(?) = ? 3 is shown.

4.

Make a conjecture about the graph of

?(?) = ? 3 ? 4.

5.

Graph both f(x) and g(x) on a graphing

calculator. Sketch the graph of g(x) on the grid

to the right. Label a few points on each graph.

6.

Revisit your original conjecture in Item 4

about the graph of g(x) and revise it if necessary.

How does the graph of g(x) differ from the graph

of f(x)?

5

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